Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. (Combine and Relabel)

Do Now

Often, I create do nows that have problems that connect to the task that students will be working on that day. Here I want students to think about what they have learned throughout the unit. I have students share out with the class.

2.13 Do Now.docx

Do Now.mov

Review Stations

There are many ways to do stations. Today I am going to have students choose where they would like to sit. I set out the copies of the stations throughout the room. I Post A Keyfor each station somewhere in the classroom. I review expectations for the day.

Students are engaging in MP1: Make sense of problems and persevere in solving them as well as MP6: Attend to precision. Students can move at their own pace, each time they complete a station, they check in with me. I quickly scan the work. If they are on track, I send them to check their answers at the key. If I see repeated mistakes I circle the problems and have them return to work on them. Once they have successfully completed a station, they check it off on their To Do List and move on to another station.

At the end of the work time, I hand around several staplers for students to staple their station worksheets together.

2.13 Stations To Do List.docx

Unit 2.13 Review Stations.docx

Posting A Key.mov

Closure and Ticket to Go

15 minutes

For ClosureI ask students to share their thinking about problem 15 on Part 6: Word Problems. What is going on in the problem? How did you decide what to do? How much did it cost for each student? Then I ask similar questions about problem 16. I want to see how students are working through word problems and determining how to solve them. Lastly, I ask them how to figure out #2 on Part 8: Percents. In this problem they know that 10% of an amount is $2.50 and they have to figure out the original amount. I ask students what they know and what they are trying to figure out. I want students to recognize that they can multiply 10% by 10 to get 100% of the money. I ask a student to use the percent ruler to show me what he/she is thinking.

With about 7-8 minutes left I pass out the Ticket to Go. I will use this data to Create Homogeneous Groupsin the next lesson (Unit 2 Closure). For Homework, I tell students that they need to complete the stations that they did not finish. If some students have not completed a large amount, I will give them an extra day or two to complete the work. These may be students who need extra help and I may work with them in a small group on these review stations during the next day’s lesson (Unit 2 Closure).